Teacher Preparation in Taiwan offers an analytically rich account of how teacher education has been shaped through the transnational circulation of ideas, institutions, and modes of governance.
Taiwan represents both a geographically understudied and a national context in which to examine the historical origins and contemporary dynamics of teacher preparation and education policy. The book demonstrates that Taiwan’s teacher education system has been constituted through sustained engagements with imperial, national, and global forces rather than developing in isolation.
Drawing on archival and policy analysis, the chapters trace the evolution of teacher preparation from early missionary schooling and Japanese colonial normal education, through Kuomintang authoritarian rule and post-democratisation reform, to contemporary developments shaped by globally circulating agendas such as social-emotional learning and alternative pathways into teaching. Across these periods, teacher education emerges as a critical site through which political authority, professional norms, and educational purposes are negotiated and reconfigured.
Addressing the gap in English-language literature on the topic, this comprehensive study contributes valuable insights for educators, policymakers, and researchers in the field of teacher education, both within Taiwan and internationally.
This review explores the evolving theoretical and empirical landscape of teacher agency and professional identity within the context of Language Policy and Planning (LPP). As scholarship in LPP undergoes a significant human turn, the focus has shifted from state-led structuralism toward a critical, ecological perspecti...
Wei-Qing Liu, Jeannet Stephen, Hui-Fang Sun· Quantum Journal of Social Sc...· 0 citations
French occupies a paradoxical position in Flemish education: while its institutional and professional relevance remains significant, its everyday presence and perceived utility have declined in comparison with English. This literature review synthesises evidence from policy documents, empirical studies, education repor...
This exploratory multiple-case study traces how rural English-as-a-Foreign-Language (EFL) teachers exercise agency by engaging in policy-based continuing professional development (CPD) training programs in language education reforms in Vietnam. Drawing on Priestley et al.’s ecological model of teacher agency, the study...
L. Trịnh, H. Phan, H. Nguyen· SAGE Open· 0 citations
This study explores how pre-service English as a Foreign Language (EFL) teachers in Vietnam construct their professional identities during teaching practicum. Framed within sociocultural theory (SCT), it examines both the factors that mediate their identity development and the processes through which identity is negoti...
In South Korea, politics of education has developed through its academic association and journal over the past three decades. Yet questions concerning its academic identity have remained unresolved. Existing studies have generally approached the identity of the politics of education by seeking a fixed disciplinary doma...
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Professional development is the most widely known phenomenon for enhancing language education, yet limited research is available on how English language teacher educators in Nepal engage with and make sense of their learning processes. This paper explores the meaning and negotiation of professional development by Engli...
Dammar Singh Saud· Far Western Journal of Educa...· 0 citations
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